The objective of the assignment to be redesigned was to incorporate technology in an existing lesson plan, and the model I proposed was the ASSURE model, “ASSURE is designed to assist teachers and trainer with providing instruction and feedback master” (Reiser, 2012 p. 210). This model incorporates Robert Gagne's events of instruction to assure effective use of media in instruction. ASSURE is an acumen for; Analyze learners, State standards & objectives, Select strategies, technology, media & materials, Utilize technology, media & materials, Require learner participation, and Evaluate & revise. The redesign of the assignment is to add a student survey to facilitate the use of the ASSURE model. Students will fill out a quick survey via SurveyMonkey®, for example on the first day of class learners who will complete a survey that may reveal information on their general motivation, competencies using technology, and individual learning style. This survey students will complete prior to attending class and will contain information on my expectation, setting standards, defining course objectives, as well as how comfortable the learners are using different technologies. For example, the student will be responsible for the development of a preventive maintenance plan, for a fleet of 100 truck, 200 trailers and 50 piece of equipment. Each student then must prepare a 10 slide power point presentation on their purposed plan. They must provide information from at least one outside source, as well as one video clip (not to exceed 5 min). Evaluation of the project is based on project completion and number of necessary competence, for example, the standard maintenance plan has at a minimum 3 levels of maintenance, feasibility of implementation, which includes financial, economic, business and entrepreneurial literacy, and feedback on the plan. “A student-centered application is to encourage students to create reviews or rehearsal loops using such software also. The opportunity enlarges the student-engagement in designing an entertaining way to learn” (Bedard-Voorhees, Johnson, & Dobson, 2011 p. 10). This is an outcome-oriented approach to learning that incorporates technology, therefore it is imperative that assessments remain outcome-oriented not device-driven, that the summative assessments measure students learning not techno-logic competence.
Preventive Maintenance survey Reference
Bedard-Voorhees, A., Johnson, L.M., & Dobson, P. (2011). Letting them show what they know: Digital assessment strategies. [Book Submission Chapter Final Version]. In S. Hirtz and K. Kelly (Eds.) Education for a Digital World 2.0, Section F: eAssessment: Measuring in Ways that Matter. British Columbia: Province of British Columbia. Retrieved April 12, 2016 from EDU697: Capstone: A Project Approach.
Reiser, R. & Dempsey, J. (2012). Trends and issues in instructional design and technology (3rd ed.). Boston, MA: Pearson.
Preventive Maintenance survey
Reference
Bedard-Voorhees, A., Johnson, L.M., & Dobson, P. (2011). Letting them show what they know: Digital assessment strategies. [Book Submission Chapter Final Version]. In S. Hirtz and K. Kelly (Eds.) Education for a Digital World 2.0, Section F: eAssessment: Measuring in Ways that Matter. British Columbia: Province of British Columbia. Retrieved April 12, 2016 from EDU697: Capstone: A Project Approach.
Reiser, R. & Dempsey, J. (2012). Trends and issues in instructional design and technology (3rd ed.). Boston, MA: Pearson.
SurveyMonkey (n.d.) Home page. Retrieved from https://www.surveymonkey.com/
Ya-Hui Su. (2015). Targeting assessment for developing adult lifelong learners: Assessing the ability to commit. Australian Journal of Adult Learning, 55(1), 75-93. Retrieved from http://search.proquest.com/docview/1675860029?accountid=32521